基于核心素养的阅读教学设计必修一Unit3 Travel Journal  Period IV Using language — A Night in the Mountains

基于核心素养的阅读教学设计必修一Unit3 Travel Journal  Period IV Using language — A Night in the Mountains

章美宏

兰溪市第三中学    浙江金华     321100

主题语境:人与自然

语篇类型: 旅游日志

文本分析：

本单元讲述了一段沿湄公河而下的自行车旅行。主人公“王坤”以旅行日志的形式详细地记录了这一过程。通过本单元的学习，不仅可以让学生对旅游产生浓厚的兴趣，通过旅行了解世界各地的文化，增强对祖国大好河山的热爱和国际意识，进而培养学生的跨文化交际能力。

Using Language 是主阅读篇章故事的继续和延伸，记录了王坤和王薇姐弟两在沿湄公河旅行途中在山间穿越，并在山上过夜的情形。本文通过时空的变化及沿途所见所闻所感架构了游记写作的框架，为学生提供了很好的记叙和描写的范例。

学情分析：

  高一年级共14个班级，分三个层次的学生：4个平板班，5个A班，5个B班。高一（13）班总体英语水平处于中等，学生的积极性和主动性良莠不齐。学习策略处于养成的初级阶段。平时思维品质训练的较少，语言能力尤其是口语表达能力较弱。

教学目标：

1）梳理文章结构，分析语篇的语言特点从而了解游记的写作风格。

2）引导学生关注王坤的情感变化及有关天气、景色的描写。

3）通过讨论培养学生的思辨能力。

4）比较安妮日记中的雨夜的描写，感悟和平年代为实现梦想而努力的美好。

教学重难点：

理清游记的线索，学会时间表达及心理、环境等的描写技能。

1）体会修辞手段的运用。

2）分析梳理文本及挖掘文本的内涵，感悟描绘性语言。

教学过程：

 Step 1 Lead- in

Get Ss to listen to a song ---- “This is me” from the movie “Camp Rock”, which is mainly about a girl who dreams about becoming a singer. With the help of her mother, she joined in the Rock Camp and showed her talent as a singer and finally make her voice heard on the stage.

设计说明：通过介绍歌曲及电影进行热身活动，激发学生的兴趣。

Step 2 Pre - reading

In groups. Imagine you are planning to make camp in the mountains. What items will you bring with you ?  （参考课文图片）

  Activity1: Circle five of them and give your reasons.

设计说明：旨在考察学生的生活技能及计划旅行的能力。让学生小组讨论山上野营需要带的东西，创设真实情境，激活学生已有的知识和经验，铺垫必要的语言和文化背景知识。

Step 3 Fast Reading

Fast read the whole passage and answer the following questions:

  Q1: How is the passage developed

Q2: What did Wang Kun and Wang Wei do ?

1. In the order of time

In the late afternoon         In the early evening         At midnight

. B. In the order of space

Along the way  the lakes   Up the Mountains    Down the hills     In the valley

Activity2: Retell the passage according to the order of time or the order of space.

设计说明： 通过提取时间变化和地点转换的线索词及随着时空推移展开的活动引导学生积极串联文本内容。快速阅读部分主要通过标题小标题快速提取语篇信息，抓住游记的体裁特点理清文章脉络。

Step 4 Careful Reading

In Groups: Listen to the tape and underline the sentences that express their feelings.

S1:  Our legs were so heavy and cold that they felt like blocks of ice.

1. Metaphor (暗喻）  B. Simile （明喻）  C.Personification （拟人）

1Have you ever seen snowman ride bicycles ? ( A )

2 However, the lakes shone like glass in the setting sun and looked wonderful. (B )

S2: To climb the mountains was hard work but as we looked around us, we were surprised by the view.

S3: It was great fun especially as it gradually became much warmer.

S4: We can hardly wait to see them !

Activity3: Summarize Wang kun’s feelings about the trip.

e.g.  Although it was....., it was still.......

设计说明：通过体会记叙和描写的语言特征了解修辞手段，并学会细节描绘和情绪的表达，为写作积累素材。

 Step 5:  Reading and comparing

Remind Ss of the descriptions of the night in “Ann’s Diary” and compare them with the text to understand the different feelings of the writers.

Q: What different feelings did the writers convey ? 

设计说明:温故知新，培养学生迁移和创新的能力及思维品质。通过感受王坤在月色星空下宁静的心情，回忆想象安妮躲在仄逼阁楼里，从积满灰尘的窗帘后面，借着月光渴望亲近大自然;感悟和平的可贵！

Step 6 Discussing

In groups, discuss the following question and make a report.

  Which do you prefer , living in a hotel of making camp while taking a trip ? Give at least three reasons.

设计说明: 通过思辨培养学生的批判性思维。

Step7 Assignment

1. Sort out the words , phrases in bold and beautiful sentences in your notebook. 

参考文献：

中华人民共和国教育部. 普通高中英语课程标准. 北京：人民教育出版社，2017.

教育部. 普通高中课程标准实验教科书. 北京： 人民教育出版社, 2017.

教育部. 普通高中课程标准实验教科书教师教学用书. 北京：人民教育出版社,2017.

作者简介:（章美宏，女，1979.11，浙江金华，汉族，本科，一级教师，高中英语)